A identidade da física nas graduações tecnológicas em construção de edifícios

• Ano de defesa: 2013
• Autor(a) principal: Costa, Fábio Aparecido da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Física; Formação profissional; Construção civil; Tecnologia; Brasil.; Physics; Vocational training; Construction; Technology; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4374

This research tried to contribute to the issues of technological and Professional education when revealing the identity of the Physics curricular components for the technological graduation courses in building construction held and managed by Institutions of Higher education in Brazil in 2012. The Professional education in Brazil was born under the slavery stigma due to the fact that Native Americans and African Slaves were the first learners for those Jobs. This stigma is intended to be appeased by the implementation of a new educational model in which learners stop being passive elements and turn into a historical subjects of their learning. The insertion of new technologies in the production sectors had produced deep changes in the relationship between work and capital, as well as in the education mode destined to the individuals? professional formation. Physics is the basis for the comprehension and the development of new Technologies. That`s why studying its characteristics for the formation of the technologists in building construction has a capital importance. The teaching of Physics for those courses is narrated starting from the pioneering experiences of the Centro de Educação Tecnológica de São Paulo (São Paulo Center of Technological education) by the end of the 1960s and the beginning of the following decade, but it is not mentioned in the current legislation. A standard syllabus was created with all the contents of the Physics teaching that were taught at the courses in 2012 aiming at mapping the characteristics of the Physics component subject in the curricular structure of such courses by means of a documental research performed in the Political and Pedagogical Projects of the curriculum matrices and syllabuses for the subject Physics. The statistical treatment of the collected data allowed the comparison between the teaching topics in the syllabus of each of the courses and the ones present in the standard syllabus, thus revealing the importance rendered by the Higher Education Institution regarding the topic of Physics teaching and its influence to the professional formation. Sometimes the Physics teaching subjects had not received a key importance in order to base the activities supported by Law, which will be developed by technologists in the construction of buildings. Regarding the Physics teaching, it is also possible to observe its small historical evolution from the 1970s until the current days. Although they still correspond to the Physics issues learned in the High Education, which is concentrated in the Classic Physics, the teaching topics should be deepened and worked with a mathematical instrumental adequate to the teaching level, mixing theoretical activities with lab practices. The Physics developed starting from the 20th Century is absent from the curriculums of the higher courses in building and construction technology, indicating formation shortages regarding their ability to apply the technology associated to the ability in contributing to the research, once the state of the art technology present a connection that becomes closer every day to the scientific knowledge developed by the Modern and Contemporary Physics.